Developing the practice of pre-service physical education teachers through a dyad model of lesson study

Penny Lamb,Graham King

doi:10.1177/1356336x211004628

Abstract

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

Highlights

Introduction and study rationaleLearning to teach is a multifaceted roller-coaster of experiences, with many demanding challenges (Battersby, 2006) and emotions (Alves et al, 2019)
In the context of this study, peer reflection is interpreted to that of Himley (1991: 59) in that it indicates insightfulness of responses elicited by the reflections of the lesson during phase two of the lesson study cycle: this kind of talk asks participants to engage in a process of collaboratively generated meaning that takes place over a relatively long period of time
A strength of this pedagogy is the way in which pre-service teachers (PSTs) are able to connect ideas covered in the university course with the authentic world of teaching, providing a platform for them to transition from Standards-led practice to Knowledge-led practice

Summary

Introduction

Introduction and study rationaleLearning to teach is a multifaceted roller-coaster of experiences, with many demanding challenges (Battersby, 2006) and emotions (Alves et al, 2019). Whatever the training age phase or subject area specialism, PSTs grapple with many new aspects of learning as they work towards achieving qualified teacher status (QTS): knowledge of their subject and the pedagogy of teaching it; knowledge of the curriculum; knowledge of learners and how they learn; and knowledge of assessment, recording and reporting. Anderson (1987: 63) situates the position of ITE providers in their provision of the ‘learning to teach’ journey: The challenge for [initial] teacher education is to foster commitment to school teaching and to prepare trainees for the reality of classroom practice, but at the same time to provide them with a broad general education, including the capacity to be critical and self-critical, and a familiarity with diverse viewpoints and experiences Working within a national framework of Teachers’ Standards and quality assurance processes, ITE providers design and structure their courses around subject knowledge enhancement, subject pedagogy, school-based teaching experiences, and reflective and academic engagement. Anderson (1987: 63) situates the position of ITE providers in their provision of the ‘learning to teach’ journey: The challenge for [initial] teacher education is to foster commitment to school teaching and to prepare trainees for the reality of classroom practice, but at the same time to provide them with a broad general education, including the capacity to be critical and self-critical, and a familiarity with diverse viewpoints and experiences

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Conclusion